2.50
Hdl Handle:
http://hdl.handle.net/10755/621475
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Level of Evidence:
N/A
Research Approach:
N/A
Title:
Debriefing for Meaningful Learning (DML): Connecting the Dots
Other Titles:
Evidence-Based Educational Strategies
Author(s):
Scott, Ann; Catledge, Courtney
Lead Author STTI Affiliation:
Alpha Xi
Author Details:
Ann Scott, MSN, RN, CCRN, CNE, Professional Experience: Clinical instructor 2004-present - taught clinical and didactic content in all courses for an Associate degree program and a BSN program. Extensive simulation experience. Palmetto Gold Winner - 2013. DNP Nurse Executive track. Amy V. Cockcroft Fellow. Author Summary: Ann Scott currently is on the faculty of the University of South Carolina College of Nursing. She has been in nursing education for 13 years. She has extensive experience with clinical simulation and student engagement.
Abstract:

Debriefing for meaningful learning (DML) is a facilitated approach to learning. It combines experiential learning with reflective discussion. It is commonly utilized in nursing education in combination with high fidelity simulation (HFS) (Dreifuerst, 2015). Through the use of debriefing by meaningful learning technique and concept mapping, students are challenged to think critically. DML enhances students' clinical reasoning and judgment skills through reflective learning. The method of reflection supports students’ ability to translate their thinking, in the context of clinical experience or experiential learning, into actionable knowledge and decision making, thereby enhancing learning and fostering new reasoning and understanding that can be used in subsequent clinical encounters (Zigmont, Kappus, Sudikoff, 2011).

DML offers a three phase approach to learning which include the 3 D’s, diffusing, deepening, and discovering (Zigmont, Kappus, Sudikoff, 2011). Each phase will be explored and expanded upon giving insight into the reflective learning process which allows students to connect the dots between theory and practice. DML technique is a student led learning experience with the faculty serving in a facilitator role. Debriefing allows dissemination of active learning to every member of the group as participants are more able to fully think through and discuss what has transpired, gain a more in-depth understanding and appreciation of knowledge, and retain knowledge and skills for future application.

A variety of DML techniques will be explored with the aim of showcasing how DML can be employed in various student and faculty interactions including to explore experiences post completion of group work, formative and summative evaluation of student research groups, and student led organization as well as throughout advisement interactions. This project will explore how DML helps students connect the dots from theory to practice using the 3 D’s and find creative ways to incorporate DML into academic encounters resulting in improved outcomes and enhanced student success.

Keywords:
Debriefing; Education; Experiential Learning
Repository Posting Date:
13-Jun-2017
Date of Publication:
13-Jun-2017
Other Identifiers:
INRC17N03
Conference Date:
2017
Conference Name:
28th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International
Conference Location:
Dublin, Ireland
Description:
Event Theme: Influencing Global Health Through the Advancement of Nursing Scholarship

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.evidence.levelN/Aen
dc.research.approachN/Aen
dc.titleDebriefing for Meaningful Learning (DML): Connecting the Dotsen_US
dc.title.alternativeEvidence-Based Educational Strategiesen
dc.contributor.authorScott, Annen
dc.contributor.authorCatledge, Courtneyen
dc.contributor.departmentAlpha Xien
dc.author.detailsAnn Scott, MSN, RN, CCRN, CNE, Professional Experience: Clinical instructor 2004-present - taught clinical and didactic content in all courses for an Associate degree program and a BSN program. Extensive simulation experience. Palmetto Gold Winner - 2013. DNP Nurse Executive track. Amy V. Cockcroft Fellow. Author Summary: Ann Scott currently is on the faculty of the University of South Carolina College of Nursing. She has been in nursing education for 13 years. She has extensive experience with clinical simulation and student engagement.en
dc.identifier.urihttp://hdl.handle.net/10755/621475-
dc.description.abstract<p><span>Debriefing for meaningful learning (DML) is a facilitated approach to learning. It combines experiential learning with reflective discussion. It is commonly utilized in nursing education in combination with high fidelity simulation (HFS) (Dreifuerst, 2015). Through the use of debriefing by meaningful learning technique and concept mapping, students are challenged to think critically. DML enhances students' clinical reasoning and judgment skills through reflective learning. The method of reflection supports students’ ability to translate their thinking, in the context of clinical experience or experiential learning, into actionable knowledge and decision making, thereby enhancing learning and fostering new reasoning and understanding that can be used in subsequent clinical encounters (Zigmont, Kappus, Sudikoff, 2011).</span></p> <p>DML offers a three phase approach to learning which include the 3 D’s, diffusing, deepening, and discovering (Zigmont, Kappus, Sudikoff, 2011). Each phase will be explored and expanded upon giving insight into the reflective learning process which allows students to connect the dots between theory and practice. DML technique is a student led learning experience with the faculty serving in a facilitator role. Debriefing allows dissemination of active learning to every member of the group as participants are more able to fully think through and discuss what has transpired, gain a more in-depth understanding and appreciation of knowledge, and retain knowledge and skills for future application.</p> <p>A variety of DML techniques will be explored with the aim of showcasing how DML can be employed in various student and faculty interactions including to explore experiences post completion of group work, formative and summative evaluation of student research groups, and student led organization as well as throughout advisement interactions. This project will explore how DML helps students connect the dots from theory to practice using the 3 D’s and find creative ways to incorporate DML into academic encounters resulting in improved outcomes and enhanced student success.</p>en
dc.subjectDebriefingen
dc.subjectEducationen
dc.subjectExperiential Learningen
dc.date.available2017-06-13T13:54:00Z-
dc.date.issued2017-06-13-
dc.date.accessioned2017-06-13T13:54:00Z-
dc.conference.date2017en
dc.conference.name28th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau Internationalen
dc.conference.locationDublin, Irelanden
dc.descriptionEvent Theme: Influencing Global Health Through the Advancement of Nursing Scholarshipen
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